Learning Difficulties Australia

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Conferences, Seminars and Workshops

Upcoming Professional Learning

 

Past Professional Learning

Upcoming Professional Learning

Upcoming LDA Conferences, Seminars and Workshops

Dyscalculia and low numeracy: Strategies for teachers
Presented by Ann Williams
Sunday 10 February 2019  9.30am-1.00pm
Treacy Centre, Parkville, Melbourne

PROGRAM

  • Dyscalculia: assessment and diagnosis
  • Concrete-pictorial- abstract approach - strategies and interventions
  • A demonstration of concrete materials and how these can be used with students

Click here to download a flyer
Click here to register on line
Click here to download a single registration form
Click here to download a Group of 5 Registration Form

 

Cancellation Policy: LDA has a 'no refund' policy. The exception woud be if the event had to be cancelled. Registration can be transferred from one staff member to another if required. Please advise LDA of any changes.

 

Other Conferences and Research Seminars

This section provides a listing of non-LDA Conferences. Research Seminars and other professional learning opportunities of relevance to the area of learning difficulties. All external events are publicised at LDA's discretion, but LDA accepts no responsibility for their value or the evidence base of what may be promoted.

SPELD PD events

See individual state SPELD websites for information regarding relevant PD in the area of learning difficulties in each state.
For State SPELD contact details go to http://auspeld.org.au/state-associations

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Past Professional Learning

Past Professional Learning Events 2018

Sarah Asome - Spelling: Beyond the Alphabetic Principle - Perth: Saturday 20th October 2018

This hands-on session presented a systematic explicit evidence-based approach to teaching spelling, focussing on teaching spelling as a ‘process’, based on the structure of the English Language including: phonology. syllabication (structural analysis) and morphology. Explanatory session notes and materials were provided. Participants will learnt:

  • basic procedures for spelling regular 1-syllable words based on  sound-symbol relationships (phonology),
  • basic procedures for spelling irregular words,
  • spelling rules for 1-syllable words,
  • basic procedures for spelling multisyllabic words based on syllables (structural analysis),
  • spelling rules for adding suffixes (morphological principles). 

Sarah Asome is a dyslexia specialist and the Learning Support Leader at Bentleigh West Primary School in Victoria. She has been instrumental in leading change at BWPS, which has led to a signifi cant increase in their students’ literacy levels, with the 2018 NAPLAN results now placing BWPS as a high performing school. Sarah also continues to support many colleagues state and nationwide in implementing evidence-based literacy instruction in their schools. In 2015, Sarah Asome was awarded ‘Outstanding Primary Teacher in the VEEA awards. Sarah is featured in “Outside the Square “, a DVD resource for teachers, and in 2017 appeared on Insight – ‘A teacher Who Changed My Life’. Sarah regularly presents at state and national conferences in relation to literacy and dyslexia. 

In September 2018 Dr Kate Nation presented three events in Adelaide Melbourne and Sydney on the topic of "Reading & Comprehension Difficulties: research-practice links and applications for the classroom."

Reading is constructing meaning from print, transforming symbols to the message intended by the writer, which requires the orchestration of many cognitive and linguistic operations – from recognising the identity of a letter to inferring the mental state of a character described in the story. This session will:

  • consider the complexity of reading comprehension,
  • highlight the reasons why children might struggle to understand what they’ve read,
  • discuss evidence-based interventions for children with poor reading comprehension and consider implications for the classroom.

 

Leaving nothing to chance - How Explicit Instruction can prevent early literacy difficulties

Professional Learning for Prep-Year 2 Teachers, literacy co-ordinators and administrators: Tuesday 20th March, 2018
Dr Lorraine Hammond & Brooke Wardana presented an all-day seminar in Sydney on Tuesday 20th March on Explicit Instruction. Explicit Instruction gives struggling students an academic advantage when learning to read. This approach leaves nothing to chance and does not make assumptions about skills and knowledge that children will acquire on their own. In Australia, the National Inquiry into Teaching Literacy (2005) recommended the importance of systematic, direct and explicit phonics instruction so that children master the essential alphabetic code-breaking skills required for foundational reading proficiency. 

Identifying and addressing the needs of students with ASD and ADHD

Dr Anna Bortoli presented on Sunday 18th March to members and other interested parties regarding  understanding the commonalities and differences between ASD and ADHD, and evidence-based learning strategies to support the learning of students with ASD and ADHD

Past Professional Learning Events, 2017

Why teachers of English spelling need to be experts in the sounds of speech.
Presented by Dr Bartek Rajkowski  - Sunday 22 October 2017

Have you ever told a student that a word is spelled a certain way because English is weird? Do you sometimes struggle to find an explanation for the spelling of a word?  In this workshop, Dr. Bartek Rajkowski outlined that written English has an undeserved reputation for being illogical! He explained why English words are spelled the way they are, and why teaching kids to read and spell requires us to be experts in understanding the relationship between English speech sounds and spelling.

August 2017, Professor Maryanne Wolf returned to Australia with LDA in Sydney, Perth, and Adelaide
From the Lab to the Classroom: New Directions in Dyslexia Research

LDA was again honoured to host Professor Maryanne Wolf, internationally acclaimed reading researcher, Director of the Center for Reading and Language and Associate Professor Child Development at Tufts University , who presented some of the most transformative studies in neuroscience-based research on dyslexia in the past two years, highlighting the translation of findings into insights for the classroom.

The half day Sydney session was in conjunction with SPELD NSW.

The Perth Session also featured Dr Wolf was joined by: Dr Lorraine Hammond, President of LDA, Senior Lecturer and Researcher School of Education Edith Cowan Universityand Ray Boyd, Principal West Beechboro Primary School, and, Jared Bussell and Jordan O’Sullivan, Dawson Park Primary School

What’s working in WA schools to prevent and support students at risk of literacy based learning difficulties

The Adelaide Session, Supported by the SA Department for Education and Child Development and in conjunction with SPELD SA and Dyslexia SAalso featured: Dr Lorraine Hammond, President of LDA, Senior Lecturer and Researcher School of Education Edith Cowan University

How to change teachers’ practice to better support students at risk of literacy based learning difficulties

 

LDA & SPELD Vic presented:

Navigating VCE with a Specific Learning Difficulty (SLD) 
With Kristin Anthian, on 31 May 2017 at Swinburne University, Hawthorn, Vic
This PD provided an overview to assist students with SLD, including dyslexia on how best to manage their journey through VCE

 

Dr Lorraine Hammond and Brooke Wardana - 16 May 2017 The Hills Grammar School, Sydney
Leaving Nothing to Chance: How Explicit Learning can prevent early literacy difficulties

This practical seminar for Prep-Year 2 teachers, literacy co-ordinators and administrators, will present and demonstrate how Explicit Instruction gives struggling students an academic advantage by not making assumptions about which skills and knowledge children may acquire on their own, the planning of instructional sequences, the challenges for schools, and how to deliver Explicit Instruction in the areas of reading, writing, and spelling.

Explicit Instruction gives struggling students an academic advantage when learning to read. This approach leaves nothing to chance and does not make assumptions about skills and knowledge that children will acquire on their own. In Australia, the National Inquiry into Teaching Literacy (2005) recommended the importance of systematic, direct and explicit phonics instruction so that children master the essential alphabetic code-breaking skills required for foundational reading proficiency. In Western Australia, Louden (2015) investigated high performing primary schools in socially disadvantaged suburbs and found that these schools taught synthetic phonics in the early years in an explicit, systematic and direct way. With many schools in Australia introducing an explicit approach to literacy, this practical seminar will outline the challenges for schools, what’s involved in planning instructional sequences and how to deliver Explicit Instruction in the areas of reading, writing and spelling in the early years.

 

Past Conferences, Seminars & Workshops

Past Professional Learning Events, 2017

Past Professional Learning Events. 2016

Past Professional Learning Events. 2015

Past Professional Learning Events, 2014

Past Professional Learning Events, 2013

Victorian Workshops 2012

Sir Jim Rose visit 2009

Past Conferences 1996-2008

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